The Influence of Transformational School Leadership, School Culture, and Teacher Performance on Educational Quality in Public Junior High Schools

Abstract

This study aims to analyze the influence of principals’ transformational leadership, school culture, and teacher performance on educational quality in  SMPN of Singorojo District, Kendal Regency. This study employed a quantitative approach with an ex-post facto survey design. The population consisted of 96 teachers from four SMPN in Singorojo District during the 2025/2026 academic year. Since the population was relatively small, total sampling was employed, involving all 96 teachers as respondents. The study used primary data obtained through structured questionnaires using a five-point Likert scale, while secondary data were obtained from relevant school and educational documents, including Indonesian Education Report Card data. Data were analyzed using multiple linear regression with the assistance of IBM SPSS. The findings revealed that transformational leadership, school culture, and teacher performance simultaneously had a positive and significant influence on educational quality, with an R value of 0.884 and an R² of 0.781. Thus, the three independent variables jointly explained 78.1% of the variance in educational quality, while the remaining 21.9% was explained by other factors not included in the model. The study concludes that improving educational quality requires an integrated strategy involving transformational leadership, a positive school culture, and strengthened teacher performance. The simultaneous development of these three factors can support sustainable educational improvement in SMPN in Singorojo District, Kendal Regency.